Impact of psychosocial risk factors on job satisfaction in university teachers

Abstract

Education systems have undergone important changes in teaching-learning processes aimed to providing quality service. These changes include task specialization, organizational restructuring, working hours, and the incorporation of information and communication technologies. However, such changes have been linked to psychosocial risk factors and job dissatisfaction. The objective of this research is to determine the type of relationship that exists between the level of psychosocial risk and job satisfaction among higher-level teachers. The methodology consisted of three stages. First, for data collection, Reference Guide III of NOM-035-STPS-2018 and the General Scale of Job Satisfaction proposed by the Mexican Institute of Social Security were applied to a non-probabilistic sample of 56 teachers; subsequently, the descriptive study was conducted and, finally, the correlation between both variables was analyzed to identify the type and degree of correlation they present. The overall results of the sample analyzed showed a medium level of psychosocial risk and job satisfaction. Furthermore, the correlation tests were significant (P = 0.000). In conclusion, the greater the psychosocial risk, the lower the job satisfaction. These findings highlight the need to implement strategies to minimize the psychosocial risks to which teachers are exposed, increasing job satisfaction.